How can school leaders maximise the benefits of being part of a Professional Learning Network

Case Study

Written By: Author(s): Jane Flood

10 min read

Introduction Professional Learning Networks (PLNs) represent any group engaging in collaborative learning with those outside their everyday community of practice, in order to improve teaching and learning in their school(s) and/or the school system more widely (Brown and Poortman, 2018). Effective leadership is a fundamental requirement for PLNs to meet the current school improvement agenda and ensure sustainable change within schools (Harris and Jones 2010). In the first instance, leadership is required of the networks themselves to ensure they function effectively (Briscoe et al., 2015). However, it is also the role of senior leaders to ensure that there is meaningful engagement from their teachers in network activity and that this engagement makes a difference in participating schools. It is the latter aspect of what leadership actions might provide this support that is less well understood in extant literature. For example, it has been suggested that for PLNs to be most effective,

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This article was published in April 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.

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